英语教学术语选摘(136)

A distinction made by the Swiss linguist Ferdinand de Saussure(18571913)between the abstract language system andits physical manifestations in the production of utterances.

论声乐教学术语的分类及应用

声乐教学术语是声乐教师在长期的声乐教学实践中总结出来的有指导意义的教学专门用语。限于声乐学习的主观性因素的影响,目前对声乐术语的研究和应用多停留在经验性这一层面,辨明术语中的理性和感性因素并在教学中予以合适的应用对声乐学科建设有积极意义。

对自主学习理论下几个教学术语的审视和反思

倡导自主学习，要求我们回过头来对几个常挂在嘴边的教学术语作一番审视和反思。笔者拟提出几点不成熟的看法，以求教于方家。

浅谈声乐教学术语的准确运用在声乐教学中的重要性

声乐教学术语是声乐教学中必不可少的存在,其意义及在教学中的地位非同一般,本文从声乐教学术语的概念内涵及其应用的科学性角度出发,浅谈其在教学中的重要性,并有助于声乐学习者对声乐教学术语的理解。

国际贸易单证抬头教学术语的逻辑完善

本文从教学术语的角度对国际贸易单证抬头的命名体系进行了深入探讨,以合乎术语的逻辑体系为出发点,对两种物权凭证抬头的命名"空名"、"指示"的概念及其背书命名中"记名"和"空白"的概念进行了梳理,在此基础上提出了探索性的修改建议,以提高国际贸易实务相关课程的教学效果。

浅析声乐教学术语表述的模糊误区

作为歌唱的特殊乐器,人体在教学中有很强的个性化特点。在歌唱和教学中,一方面,每个人获得歌唱技巧的感受和体验不同,会对一些概念有不同的体会和理解。因此,在教学中也会带上自己主观的表述成分。另一方面,在声乐教学术语不够规范的情况下,使教学语言表述存在一定的模糊误区,有的表述让学生难以理解,有的甚至产生歧义,给声乐教学和学习带来了一定的阻碍。本文拟从"歌唱气息"、"歌唱语言"、"歌唱打开"方面进行分析,同时提出正确的理解和合理的表述,旨在解决教学实践中存在的一些问题,提高教学效能。

英语教学术语选摘（五十六）

【style形式】 Style is a （usually deliberate） choice of a particular way of saying or writing something. There is often more than one way of conveying the same message. The choice is determined by： （1） specific contextual factors, such as the degree of formality that is required.

英语教学术语选摘（五十一）

【rhythm节奏】 The rhythm of speech is the way that some words are emphasized so as to give the effect of regular beats. In the following sentence this regularity is achieved by stressing some syllables,and by lengthening or shortening intervening syllables：

英语教学术语选摘（七十四）

[accuracy／fluency准确度／流畅度] Different pedagogic practices have aimed either at accuracy or fluency as the prime targets of students＇ attainment in L2 proficiency （Brumfit, 1984）. For example, other things being equal, explicit GRAMMAR TEACHING and more intense ERROR CORRECTION are accuracy- orientated procedures,

英语教学术语选摘（五十）

【repair修正】 If you repair an utterance, you correct or modify what you have just said, so as to make it more accurate or more intelligible. Repair can be selfinitiated or other-initiated. In the classroom, the ＂other＂ is typically the teacher, although it may be another learner. In non-classroom contexts repair may be triggered by communication breakdowns with other speakers. In this extract, between a learner and a native speaker, the speakers use three different kinds of move to try to repair a communication problem：

英语教学术语选摘(九十一)

【communicative syllabus】Though some prefer to reserve the term‘communicative’for an approach and a methodology(see Widdowson,1984)many use it to refer to syllabuses,usually NOTIONAL/FUNCTIONAL SYLLABUSES,which list conceptual and use categories.These would normally be based on a THRESHOLD LEVEL type of inventory,possibly following a NEEDS ANALYSIS.

英语教学术语选摘（五十七）

【substitution代替；置换】 Substitution is the replac a whole clause by a single order to cohesive. Importanc Algernon avoid repetition, or For example, in the ing of a noun phrase or word. This is done in to make a text more following line from The e of Being Earnest by Oscar Wilde, says：

英语教学术语选摘（四十六）

【prescriptive grammar规范语法】A prescriptive grammar is a manual that states rules for how language should be used, rather than how it is used （which is the domain of a descriptive grammar）. Many traditional grammars were of this type, and most manuals of correct usage and ＂style guides＂ still are. Here are some examples of the kind of advice you might find in these：

英语教学术语选摘(八十八)

【cognitive variables】 One of the three areas considered to make up the INDIVIDUAL DIFFERENCES between learners which influence the degree of success in foreign language learning is the cognitive area. The main cognitive variables are INTELLIGENCE and APTITUDE, but MEMORY is often also included, as is the ability to utilize general learning mechanisms.(See also COGNITIVE STYLE.) An issue in this research area is how learner characteristics interact with teaching methods. It may not be, for example, that the intelligent learn languages better, but that they can benefit more from types of tuition which assume use of intelligence.

英语教学术语选摘（四十九）

【reference指代】 Reference is the relation between language forms and things in the real world. Some language is highly referential, in the sense that we can identify the particular person or thing that is referred to, as in That towel belongs to me, or The White House is in Washington. But, more often, words do not refer to specific things, but to concepts. Thus, in I need a new towel, the referent of the word towel is not a specific towel that I can see and feel.

英语教学术语选摘（五十八）

【syllabus大纲】 A syllabus is an item-by-item description of the teaching content of a course. On the basis of the syllabus, a timetable, or scheme of work, can be drawn up. This in turn can generate individual lessons. Finally, the syllabus content helps specify what should be tested. A distinction is sometimes made between the curriculum, which is a general statement of educational beliefs and objectives, and the syllabus, which is one way that the curriculum is operationalized.

英语教学术语选摘（五十二）

【second language（L2）二语】 Second language refers to any language that has been learned subsequent to the acquisition of the first language （L1）. Since many learners have more than one ＂second＂ language, the term additional language is sometimes preferred. Second language also contrasts with foreign language, especially in the terms ESL and EFL, where the former refers to the learning of English by learners who are living in an English-speaking environment and who need English in order to become integrated into that environment.

英语教学术语选摘（六十六）

【verb 动词】Verbs are members of the word class thattypically express a process or state： It happened onenight. Some like it hot. Verbs have different forms toindicate contrasts of tense, aspect, person andnumber. The four forms of regular verbs in Englishare the following：

英语教学术语选摘（四十四）

【phonological core语音核心】 The phonological core is the those features of pronunciation that essential in order to be understood English as an international language name given to are considered when speaking These are the features that have been shown to be crucial in ensuring intelligibility between non-native speakers challenge the traditional view that the best model for teaching English pronunciation should be a native speaker one, and Received Pronunciation （RP） in particular. RP is. used in native speaker-native speaker communication, but it is considered both unrealistic and inappropriate as a standard for English in its role as a global lingua franca.

英语教学术语选摘(九十二)

【compound/coordinate bilingualism】 These terms refer to the degree of semantic equivalence between two codes in a bilingual person. Compound bilingualism occurs when both codes are fused and neither dominates the other. Coordinate bilingualism is frequently encountered in a foreign language learner whose use of L2 is‘mediated’ through the dominant L1. See BILINGUALISM.